창의‧인성교육 함양을 위한 청소년의 음악극 활동방안

Abstract

ABSTRACT

A Study on 'Musical Play' Activities of youth for Fostering Creativity and Personality Education

Jung, Sooyeon Advisor: Prof. Jungeun Cho, Ph.D. Major in Music Education Graduate School of Education, Chosun University

Due to the education system focusing on highly competitive examinations and grades, the teenagers of Korea are more familiar with cramming, and standardized education rather than creative activities. Also, in the educational settings, performance-oriented, individualization, and nuclear family have been causing issues in peer relationships, juvenile violence, school maladjustment and increase of youth suicides rather than developing respect and consideration for others. In order to improve the school environment and emotions of teenagers, it is required to educate students to develop expressiveness and potential through artistic activities. The changes in school environment calls for the necessity of teaching·learning focusing on creativity·personality in music courses, which is expression activities through interactions. Therefore, among diverse musical teaching-learning methods, development of leaning model using musical play is required since it can be used effectively for creativity·personality education. Musical plays enable students to understand the components of the play, allocate roles for themselves, and engage in acting and singing activities to develop personality development such as collective spirit, sociality and cooperative ability in peer relationship. The creative activities to express music with their bodies are helpful in developing creativity and expression activities during the adolescent period. In this sense, this research intends to devise measures for adopting musical plays to creativity·personality education and invigorate secondary musical education. Therefore, educational factors of general and musical creativity·personality education were examined and application plans for musical plays were identified by analyzing learning contents related to musical plays among middle school music textbooks. Learning materials and activities associated with each educational factor were proposed. The musical play curriculum is composed of three phases, preparation-execution -presentation and evaluation, which is one of the general learning models. Teaching‧learning model was devised based on creativity·personality educational factors proposed by Korea Foundation for the Advancement of Science and Creativity(KOFAC). First, the ‘preparation’ phase intends to help understand the concept and types of musical plays thus let students be motivated and identify the components of musical plays by watching diverse types of musical plays. Using ‘Mind map’ activities, students are able to express and organize their thoughts freely on musical plays. Next, ‘execution’ phase is composed of group discussion and implementation for creation of musical plays. By ‘brainstorming’, students share their ideas on the subject and stories of the musical play to specify how the play should be developed. The next ‘story board’ activity facilitates students allocate roles for creating the musical play and select specific scenes to be presented, followed by activities to create scripts, plays, lyrics and physical expression of each character. During this phase, the students sympathize and accept each other’s ideas by sharing and integrating their opinions. Also, executing roles within the group helps them have sense of voluntary responsibility. Related creativity·personality factors include ‘responsibility’, ‘promise’, ‘communication’ and ‘problem-solving’. The last phase is ‘presentation and evaluation’ when students present completed musical plays and evaluate each other’s plays. By presenting the play completed by participation and cooperation of all the members, the students can experience ‘cooperative spirit’, ‘courage’, and ‘sense of accomplishment’. Also, evaluation takes place after watching all the group plays and group evaluation and self-evaluation of creativity·personality factors is conducted using an ‘evaluation sheet’. As such, this research has devised a musical play course for creativity·personality education and actually implemented the course of teaching·learning curriculum composed of three classes. Addition, after the musical play course, a survey and interviews were conducted to examine the recognition and learning effects in terms of developing creativity·personality through musical plays. The results are as follows. After the musical play course, the students in general demonstrated changes to have positive interests and preference towards music classes. Also, in the process of creating musical plays, they had opportunities to exercise creativeness and their ability to express music has been reinforced. Not only that, the process of completing a musical play let them cooperate with one another as a team and have sense of responsibility. They mentioned that the sense of closeness was created after participating in the musical play course. The biggest change was that by executing the assigned roles within the play, the students realized what they are good at and also found new identities of themselves. This research devised a musical play course for creativity·personality education, specifically allocated creativity·personality factors and proposed diverse activities and activity sheets to facilitate smooth implementation of the musical play course. In addition, a survey and interviews were conducted to examine students’ recognition and learning effects on developing creativity·personality. This research is significant in a sense that it could provide basic information required to prepare for measures of using musical plays in creativity·personality education.